Presentation on the topic: "CHARACTER ASSESSMENT. Each character is individual, but despite this, characters can be given some general assessments: by content, strength, presence or absence." Download for free

Human character traits: classification.

Other people

Closedness - sociability
. It shows a person’s openness, his relaxedness, how easy it is for him to make acquaintances, how he feels in a new company or team.
Truthfulness-falsity
. Pathological liars lie even in small things, hide the truth, and easily betray. There are people who embellish reality, most often they do this because reality seems boring to them or not bright enough.
Independence-conformity
. This quality shows how a person is. Does he rely on his experience, knowledge, opinion, or does he follow someone else’s lead and is easy to suppress?
Rudeness-politeness
. Bitterness and internal experiences make a person rude. Such people are rude in queues, on public transport, and disrespectful to their subordinates. Politeness, although a positive character trait, can have selfish motives. It may also be an attempt to avoid confrontation.

Things

Neatness-sloppiness
. Creative clutter or meticulous cleanliness in the house can show how neat a person is. It can also be characterized by its appearance. Sloppy people often cause antipathy, and there are not always those willing to look at the broad soul behind the external absurdity.
Thrift-negligence
. A person can be assessed by his attitude towards accumulated property and borrowed items. Although this human trait appeared in the material group, it can also manifest itself in relation to people.
Greed-generosity
. To be called generous, you don’t have to be a philanthropist or give away your last. At the same time, excessive generosity is sometimes a sign of irresponsibility or an attempt to “buy” someone else’s favor. Greed is expressed not only in relation to other people, but also towards oneself, when a person, out of fear of being left without money, saves even on small things.

Self

Demandingness
. When this personality trait is pronounced, two extremes appear. A person who is demanding of himself is often just as strict with others. He lives by the principle “I could do it, so others can too.” He may not be tolerant of other people's weaknesses, not understanding that each is individual. The second extreme is built on uncertainty. A person tortures himself, considering himself not perfect enough. A striking example is workaholism.
Self-criticism
. A person who knows how to criticize himself has a healthy personality. Understanding, accepting and analyzing your achievements and defeats helps in developing a strong personality. When the balance is disturbed, either self-criticism or self-criticism is observed.
Modesty
. It is necessary to understand that modesty and are different concepts. The first is based on a value system instilled during upbringing. The second is a wake-up call for development. In a normal state, modesty is manifested in moderation, calmness, knowing the limits in words, expressing emotions, financial spending, etc.
Egoism and egocentrism
. Similar concepts, but the trait here is egoism, while egocentrism is a way of thinking. They think only about themselves, but use others for their own purposes. Egocentric people are often misanthropes and do not need others, believing that no one is worthy of them.
Self-esteem
. Shows how a person feels internally. Outwardly, it is expressed in a high assessment of one’s rights and social value.

Assessing the nature of the line

Pay attention to line duplication, negligence, sloppy connections, “islands” of overlapping lines, blackening of parts of the drawing, “smudging,” deviation from the vertical axis, stereotypical lines, etc.

Weak, cobweb-like lines are associated with weakness and the desire to save strength. Lines with strong pressure signal anxiety. In this case, it is important to pay attention to which part is made with increased pressure in order to understand what is causing the alarm.

The assessment is carried out in the same way as when analyzing a pictogram. The same thing—fragmentation of lines and shapes, incompleteness, disconnectedness of the drawing.

Thematically

Animals are divided into threatened, threatening, neutral (like a lion, hippopotamus, wolf or bird, snail, ant, or squirrel, dog, cat). This is an attitude towards one’s own person and one’s “I”, an idea of one’s position in the world, as if identifying oneself by significance (with a hare, a bug, an elephant, a dog, etc.). In this case, the animal being drawn is a representative of the person drawing.

Personality assessment and types of characters.

In addition to the main character traits that are formed in the system of relationships, psychologists also identify other areas:

Intelligent.
Resourcefulness, curiosity, frivolity, practicality.
Emotional.
Passion, sentimentality, impressionability, hot temper, cheerfulness.
Strong-willed.
Courage, perseverance, determination.
Moral.
Fairness, responsiveness, .

There are motivational traits-goals that drive a personality and determine its guidelines. As well as instrumental features-methods, they show by what methods the desired will be achieved. So, for example, a girl may experience this when she persistently and proactively pursues her lover.

Gordon Allport put forward a theory about what character traits there are. The psychologist divided them into the following types:

Dominant
. They determine the behavior of the individual as a whole, regardless of the sphere, and at the same time influence other qualities or even overlap them. For example, kindness or greed.
Regular
. They are also expressed in everyone. These include, for example, humanity.
Minor
. They do not particularly influence anything, and are often derived from other traits. For example, diligence.

There are typical and individual personality traits. It’s easy to group typical ones; by noticing one of the dominant qualities or several minor ones, you can “draw” a personal portrait as a whole, and determine the type of character. This helps to predict actions and better understand a person. So, for example, if an individual is responsive, then most likely he will come to the rescue in a difficult situation, support, listen.

A NEGATIVE EVALUATION HEATS THE ATMOSPHERE, CAUSES AN AGGRESSIVE RESPONSE AND GENERATES CONFLICT,

There are also options for psychological protection from negative assessments. Don't pay attention, pass by. Or outwardly agree, but internally remain your own. Or: yes, I have shortcomings in this respect, but in other respects I have many advantages, and they are more important. But there are people who are poorly protected. Their negative assessment reduces their will to live, they lose faith in goodness, in themselves, in the future, and their mood worsens. As a result, creativity decreases.

And then the question arises:

Whether it is necessary?

So, in response to a negative assessment, there is most often a defensive reaction. In an aggressive person, it is transformed into conflict readiness and conflicts themselves. Relationships and constructive cooperation are disrupted and destroyed. If we are dealing with a defensive (defensive) person, the contact will also be upset, although there will be no open conflict. At the same time, our conscience will bite us, if we have one.

Either way, it's a loss. And therefore, to the rhetorical question included in the title, we will answer: no.

It is also not necessary because disadvantages, as has long been noted, are often a continuation of advantages. The husband is a good lecturer, he is used to speaking loudly and enthusiastically in classrooms, but at home his voice sounds too strong for a chamber setting. Moreover, one can even say that advantages are a continuation of disadvantages. He is a good lecturer because he can speak loudly and clearly. Andre Maurois in “Letters to a Stranger” warns that one cannot destroy a person’s shortcomings without destroying his personality.

Let us clarify, however, that negative assessments should not be given only when we are talking about personality traits that do not harm other people. Well, if they do harm, if, for example, a narrow-minded person takes up space and does not get involved in the work - then it is necessary! Because this is a conflict on his part.

■ So he imposes his not very good taste and retards the development of art. Or his sanctimonious views on sex lead to abortion, divorce, the spread of AIDS... Or, as prime minister, he predicts triple inflation, but it turns out to be a hundredfold. Or…

There are many more “or”s. We must react to his conflict-prone behavior, whether he is defensive or aggressive, including with a negative assessment of certain traits of his personality.

But there are other situations. A negative assessment of my action or trait was given by a close friend, who is my alter ego, my second “I”, who worries about me, like myself, about my prestige in society. I can treat his assessment as a self-assessment. He doesn’t give it to me in public, he doesn’t show off in front of them. Then this is not a conflictogen, but a syntonic message. I miscalculated, and he is annoyed along with me. If I am in the role of such a friend, then the form of presentation - except that it is not in public - should be as gentle as possible, emphasizing one’s generally positive attitude. Such a negative assessment is appropriate when the person himself perceives me as a close friend, as his alter ego. And then you need to be especially vigilant. But the main difficulty is that the assessment comes from an “equal” position. I = YOU. I'm telling you as I would tell myself. You perceive what I say as if you were saying it to yourself. Let us take into account, however, that his positive assessment of my negative assessment will come more from his mind than from a living feeling. A living feeling will still be an insult, albeit one that has been overcome.

A negative assessment of my action is a synton even if it is given to me, for example, by the person teaching me, to whom I accordingly “attach from below.”

Grades and children

So, we adults don't like negative evaluations. And children don't like them. But with children it is even more difficult: after all, an adult, at the very least, somehow neutralizes negative emotions for himself in connection with a negative assessment. And then the child needs to be calmed down for a long time.

Those who are younger generally fail to build a psychological defense in the form of denying a negative assessment. The child takes at face value the statement that he is bad at something. He trusts an adult, relies on him, he is suggestible. But it’s hard to get over the idea that he’s bad. For a child, the blow to self-esteem is especially unbearable. Immediately - crying. Lower lip pushed forward and trembling. Are you pleased to see this? Give children negative grades. In older preschoolers, however, simple disagreement is already forming. They reject the negative assessment with indignation, but also often with tears. I'm not bad, I'm good. I'm smart, not stupid. In any case, a negative assessment disorganizes the child’s behavior. Does not contribute to his self-development. Makes you feel worse.

That is why the kindly Sukhomlinsky asked teachers not to give grades at all at first, only gradually accustoming children to the necessary and ultimately inevitable situation of evaluation. Well, what about the parents? They often revere, but do not read, Sukhomlinsky. After all, it’s tempting to say, albeit in a loving form: “ignorant”, “know-nothing”, “arrogant”. And everyday negative assessments are no less terrible for a child than a bad grade given in a diary by a teacher.

A normal child is usually easily brought up on only positive assessments. But he can also get naughty. He makes tests: what will be allowed and what will not. Now he has crossed the line. Say you wouldn't do that. That's why and that's why. Tell him that it would be unpleasant for him too. Demonstrate to be convinced. Usually two or three such sessions and the child stops inappropriate behavior. That is, there is no need for idealism. We live on a sinful earth. But make sure you do everything to make him understand. And only after that it would be possible to apply punishment by temporarily refusing to communicate with him. But tell yourself, as it is, that the child was born not of his own will, but of yours. He was born because you wanted to assert yourself - to become parents. To suffer - you have to pay for pleasure... But in reality it is only torment in appearance. The joy from the results of pedagogical and parental creativity will make you perceive samples of “disobedience” as the first steps are perceived or as the first words, which are also imperfect at first. So is the character of a child - its formation also has its “falls and unclear pronunciation of words”...

Themes

What in a person is usually assessed negatively or positively? What, so to speak, are the topics of assessments?

Probably, first of all, this is a negative assessment of the personality as a whole. This total assessment means, as already mentioned, that I do not want to communicate with you or have anything to do with you. I don't recommend it to others either. Such a negative assessment of a person as a whole can manifest itself not only in the more rude “you’re a gray person” or the even more offensive “you’re a nonentity”, but also simply, for example, in disinterest in a person. Your wife’s friend came to your house. The wife treats her. And you went out to dinner, muttered a formal greeting and turned your gaze to AiF or began to look for interesting “arguments and facts” in Vesti. She doesn't interest you. Well, wait for the explosion.

But it is not possible to reject the personality as a whole. It can be “in parts”. For example, a negative assessment of a person can also occur through a negative assessment of those values that are significant to her. I value something - because it is a trait of my personality. And if someone sharply denies one of my values, especially with an offensive connotation, then this insult concerns me personally. Let's say I love Anatole France, for me he is a subtle humorist, philosopher, esthete, but someone says that he is boring. This is a denial of my identity.

But the value of the value is different. It can also have the character of a relic. Or even religious in nature. Then it's even more difficult. What if the values to which a person dedicated his life are rejected (participated, for example, in the construction of barracks quasi-socialism)?

Intelligence is often assessed negatively. The popular “you’re a fool” is rude. But doesn't "you're wrong" mean the same thing? After all, only the form is softened. The following opinions were also expressed in the discussion of this topic. If it is more rude, then it hurts even less, because it seems to be further from the truth. One listener put it succinctly: “It’s better to hear ‘idiot’ than ‘moron’, since in the first case there is a clear exaggeration.”

You have a low opinion of a person’s erudition, or even worse - you declare it. Again tension and conflicts. Erudition... this is a stumbling block in many intellectual competitions. Well, okay, of course, I may not know something and be no stupider. But the reproach of not knowing something, even if not in one’s specialty, hurts. And if it’s a specialty, then even more so. It is especially unpleasant if you are accused of illiteracy, that is, of not knowing something that everyone knows.

What does it mean to refute a person, some of his thoughts, opinions? Is this a positive assessment? Or negative?

■ And again on this occasion, an aphorism from one of the members of the “Little Prince” club: “It turns out that a person does not speak the truth, but speaks nonsense...”

This means that this is important as an element of a holistic assessment of the individual.

A person’s taste is often assessed: “Yes, your taste has always been bad.” Or a thinner stiletto: “They don’t dress like that now.”

The presence of a sense of humor is questioned or denied. Well, try it: say that a person has no sense of humor... This will not make him smile any more.

But a person claims recognition for his creativity, but you don’t like it: “He’s doing nonsense!” Do you have the right to refuse? Yes. But here, too, you have to pay for pleasure. For the pleasure of telling the truth, you will have to pay with loneliness.

Everything can be negatively evaluated and rejected. Relatives, friends, clan, ethnic community... - and all these are conflict zones.

And perhaps the most difficult thing is a negative moral assessment of a person. Rough forms: scum, bastard, scoundrel, scoundrel, bastard, brute... A large set of words... But we can sum it all up in two words “bad person” - “radish”, they say... It is clear that such an assessment of moral character will most often cause indignation and conflict .

If a person does not agree with the assessments of real behavioral facts, then how will he react to the attribution of actions that he did not commit—to slander?

While discussing the topics of negative ratings, we realized that they can be not only rude, but also subtle. But this does not stop them from being interchangeable conflicts. So, to maintain a good microclimate, subtle negative assessments must be avoided.

If we don’t even utter words, a negative assessment can be expressed involuntarily by our facial expressions, gestures, postures, and intonations. Once again about the ironic “thank you”: it can mean a negative assessment of what you have done. And a persistent “thank you” is a call to interrupt your protracted speech. We must carefully monitor this part of our communication life.

Classification of personality traits

Conventionally, the main character traits are divided into three main groups.

the first characterizes emotions;
the second is will;
the third is intelligence.

There is also a division according to the direction of impact.

First of all, this is characterized by the attitude towards the external environment - society and the people around.
Secondly, by attitude towards one’s own person;
Thirdly, to activity, that is, work and learning.

An emotional group that includes traits such as:

aggressiveness;
apathy;
artistry;
hot temper;
impressionability;
good nature;
cheerfulness;
isolation;
impulsiveness;
moodiness;
love;
melancholy and others

All of them are formed in early childhood, when the child’s psyche undergoes a developmental stage under the influence of many different factors.

Strong-willed character traits are acquired throughout life:

power;
masculinity;
assertiveness;
resourcefulness;
obsession;
prudence;
pedantry;
devotion, etc.

The intellectual group includes:

insight;
reasonableness;
prudence;
independence;
savvy;
cleverness;
integrity, etc.

The decisive factor here is natural predisposition, which is influenced by hereditary genes and temperament.

However, the child’s environment cannot be discounted: it would be more correct to say that it plays the same role in the development of personality as what is inherent in nature.

The baby grows, gains experience in interacting with the outside world and a set of positive and negative personality traits. This process continues throughout life and the list of existing character traits is constantly updated with new personality traits. And if at first this process occurs unconsciously, reflexively, then later, when a person realizes his actions, he can already make a choice. This conscious choice opens up opportunities for character transformation, that is, personal growth.

Psychological features of the use of assessment in the educational process.

Psychological features of the use of assessment

in the educational process.

Barbashina Lyudmila Aleksandrovna, primary school teacher.

municipal educational institution

“Secondary school with in-depth study of individual subjects No. 38

Krasnoarmeysky district of Volgograd"

When starting to study pedagogical assessment, it is necessary to say that the development of a child in school is carried out by the teacher not only through the subject and methods of teaching, but also through assessment, which is the fact of the direct guidance of the student. Next, we will define pedagogical assessment and marking in order to understand the difference between them.

Pedagogical assessment is a teacher’s assessment of students’ knowledge, abilities, skills, and behavior at the moment, accepted in the educational system.

A grade is an assessment expressed in points, that is, a sign of a student’s success.

Here and further we will talk about pedagogical assessment.

So, the impact of assessment on a student’s development is multifaceted, which we will discuss below in the assessment functions.

Rating functions:

a) orienting. It influences the student’s mental work, promotes the student’s awareness of the process of this work and his understanding of his own knowledge.

b) stimulating. It influences the affective-volitional sphere through the experience of success or failure, the formation of claims and intentions, actions and relationships.

c) social. Expression of the teacher’s general opinion and judgment about a given student (influence through awareness of social status).

We see that, under the influence of pedagogical assessment, the pace of mental work can accelerate or slow down, and qualitative shifts also occur (changes in work methods, changes in the structure of apperception, transformation of intellectual mechanisms). It should be emphasized here that in psychological terms this aspect of the educational function of pedagogical assessment is especially important.

So, we have looked at the impact of assessment on the development of a student, and then we will consider the impact of assessment on the student’s relationships with other people. According to Lipkina A.I., the change in opinions about the student and relationships within the class under the influence of pedagogical assessment is the first transformation of pedagogical assessment into a new assessment form called self-assessment of the school class. The second modification of assessment occurs in the family. By changing the relationship between the student and the family, pedagogical assessment influences the relationship between the family and the school, in a positive case - nurturing these relationships, in a negative case - introducing conflicts between school and family.

Thus, as Lipkina A.I. states, the action of assessment has its own individual characteristics, which further emphasizes the need for a differentiated and planned nature of evaluative addresses in the lesson, and their use as methods of educational work of the teacher in the lesson.

Next, we see the need for a brief summary of what types of assessments the teacher uses in his work.

So, types of assessments:

a) partial assessment in class.

b) a fixed score in accounting for success.

c) integral assessment in pedagogical characteristics. It structures individual ideas and assessments of the teacher into a well-known empirical characterology and operational educational practice in relation to the student.

Let's take a closer look at partial assessment, since it is the first source of accounting for the success and impact of a teacher on a student; it has not only an effect in the process of work, but also an aftereffect. To consider the impact of a teacher on a student through partial assessment, it is first necessary to give a general definition of partial assessment. So, a partial assessment is a partial assessment, expressed in verbal form, which ultimately determines the student’s success.

Next we will dwell in detail on the types of partial estimates according to B.G. Ananyev.

Types of partial assessments:

a) original.

1. Lack of evaluation as a type of evaluative stimulation.

Gerlock's experiments showed that lack of evaluation impaired performance (1934). The evaluative impact of non-evaluation is explained by the fact that it occurs in an environment of general non-evaluation of one while simultaneously evaluating others; in these conditions, it is clearly perceived by the object of influence as a manifestation of a selective negative attitude towards him, neglect, and ignorance. Non-evaluation leads to the formation of uncertainty in one’s own knowledge and actions, to a loss of orientation and, on their basis, leads to a certain partial (in this regard) awareness of one’s own low value.

Without evaluating actions, especially by a teacher in the pedagogical process, a person cannot truly understand his own action in all its connections and consequences, in all its objective results. Lack of evaluation is therefore the worst type of evaluation, since this influence is not orienting, but disorienting, not positively stimulating, but depressing the object, forcing a person to build his own self-esteem not on the basis of an objective assessment, which reflects his actual knowledge, but on very subjective interpretations of hints , semi-understandable situations, behavior of the teacher and students. The intonation, gesture, and facial expressions of the teacher acquire special semantic meaning for students precisely when they are not assessed in the usual way.

In a situation of difficulty, assessment is essential not only in relation to the result of the work, but also in relation to the method of obtaining it.

2.Indirect assessment.

There are two main options.

1) The assessment of one student is not direct, but indirectly through the assessment of another. The teacher calls a student, addresses them with a question, listens to the answer, without expressing his opinion about its correctness or incorrectness. Further, without saying anything to this student, he calls another student and asks him the same question again. In this case, the first student was not evaluated in any way, except that another student was called, who then received approval, and for the first this is convincing evidence of his own defeat. He goes through a process of ridicule and comparison of his result with the results of another student. This condition is especially traumatic for those schoolchildren, most often from the environment of lagging behind and underachieving, who find themselves in a similar situation not for the first time. They develop a number of phenomena that have not been observed before: a) not understanding the question and asking the teacher again; b) persistent silence when the teacher asks repeated questions; c) external indifference to praise to the partner, especially emphasized by facial expressions. The sense of responsibility fostered by a class survey in an individual student has, in this case, received a painful perversion: the fear of answering incorrectly, thereby adding a new survey partner, causes silence; The teacher's turning to another student for an answer exacerbates this silence. Silently listening to the assessment of another is already the beginning of a new attitude, most often negative, towards your partner.

2) The teacher, without giving any direct assessment of the work of the student called to the survey, does not object to the assessment given to the called student by the class and individual students. For example, a student answers a question from a teacher who silently watches and listens, occasionally looking at the class. The class is in tense silence. Suddenly the girl makes a mistake or slip of the tongue, which the teacher does not correct. Only continuing to look at the student, often ironically. Then laughter and mocking remarks pass through the class: “Well, she said”, “That’s how she’s a mathematician”, “She always blurts out!” The girl looks around either helplessly or hostilely, meets mocking glances and a whole sea of raised hands: “Ask me, she doesn’t know anyway.” The teacher, in response to this, only taps his pencil on the table, reminding him of order.

In the future, the teacher calls another, without saying anything to the student or, in some cases, reprimanding her. But this remark no longer plays any role, whatever its content, due to the fact that the student perceived the class’s behavior towards her as a sanction from the teacher, as a special form of censure from the teacher, very painful due to the ridicule of her comrades.

Very often, when studying friendly relationships, the factor of the class team is overlooked, as a result of which the extreme lability of children's camaraderie, which is in fact connected with many threads with class situations, interview situations, first of all, does not always become clear.

The absence of assessment and its indirect forms are the initial assessments due to the fact that they do not have independent meaning and do not have a categorical effect, acting only as a starting point for the formation of various types of co-evaluation of schoolchildren and self-assessment of the subject of the survey. The teacher gives such assessments involuntarily due to the fact that he does not see any action or evaluation in them, but only his own detail of behavior, devoid of any meaning. This happens in cases where the teacher does not see the effect of his entire personality, behavior, every word and deed on the behavior of the student.

3.Uncertain estimate

It serves as a transition to various specific assessments consciously made by the teacher. A characteristic feature of an indefinite assessment, which brings it closer to definite ones and separates it from the initial assessments, is the non-verbal form. However, this verbal form itself does not provide a direct interpretation, at the same time allowing for many subjective interpretations. The main instrument of this assessment, very often the only one, is the word “well”, to which are added various words of equally uncertain meaning (the student’s last name, the word “sit down”, a hand movement, the word “okay”, pronounced without any positive emphasis, which would talk about completing the task).

An uncertain assessment suddenly turns into a negative one due to a teacher’s mistake: “Well, sit down, Portnyazhkina (mixed up the last name - laughter in the class). Well, it turns out that Portnova and Portnyazhkina are close surnames. I have a student Portnyazhkina, so I confused her with Portnova” (Portnova sits down, all red, turned away from her neighbors, biting her nails, tears in her eyes, and after 5-6 minutes she again assumes a calm position).

Such “pushing” does not have an independent form, but serves as stimulation for the student to move forward in the questioning process. The child’s action becomes definite only as a result of its transformation into other assessments, especially since this indefinite assessment is, as it were, the initial form that leads to subsequent, more constructive partial assessments.

b) negative.

1.Comment.

A comment is partly an assessment because it represents the teacher's attitude toward the student. Being an operational means of disciplining a student in a lesson, regulating a student’s behavior, a remark is, unlike other forms of influence in a lesson, a single assessment not of the student’s knowledge and skills, but only of behavior and the degree of diligence. The limited remark function leads to a very large uniformity of style. The options here are very minor, for example: “Quiet!” (addressing the entire audience) or “Hush, Ivanov!”, “Guys, don’t interrupt your studies!” (to the whole class), “Ivanov, you’re stopping us from studying!” There is a very simplified form, but no less effective. It is enough for the teacher to name the student’s last name or first name to bring him into a state of rest or work (“Ivanov!”, “Petrov!”, “Galya!”, etc.).

Remarks only become a negative impact when a number of reprimands systematically fall on one student. Then the remark creates a certain evaluative situation, and, first of all, on the part of the student’s friends, at the same time creating the prerequisites for the teacher to influence this student with censure and punishment. In itself, a separate remark has not so much an evaluative and stimulating value, but rather plays the role of a regulator of behavior in the lesson.

2.Denial

Words and phrases that indicate the correctness of the student's answer and stimulate his movements in the same direction are called agreement; words and phrases indicating the incorrectness of the answer and stimulating a restructuring of the solution are called negation. These two forms are especially important for the development of the student’s thinking and understanding during the questioning process. They do not so much stimulate as they orient the student in the state of his knowledge and in the ways in which it can be rationally presented. In this sense, not only agreement, but also denial play a positive role, leading to a restructuring of thinking and knowledge in accordance with the actual logic of the subject. This applies, however, only to those types of denial that are motivated in nature and allow the student to navigate not only what not to do, but also what he needs and what can be done in the given circumstances. This is how a negative action turns into a positive result. The prohibition to act in a certain, wrong direction is at the same time the permission of the path in another certain respect. The orienting function of negation (hence, its positive role) is revealed only when the negation is of a promising nature, expressed in a motivated assessment of the prohibition.

Denial differs from censure in that it does not carry affective tension and does not characterize the individual, characterological qualities and morality of the student. This action is designed for a certain restructuring of the intellectual mechanisms for this particular operation, while censure is designed for the restructuring of the entire personality, and its affective-volitional sphere, first of all. But it is possible to establish a number of cases where assessments such as denial were only a stage in the direction of censure. In the case of unmotivated denial, they say, for example: “No... well, sit down,” “No, you don’t remember, it turns out.” Denial is expressed through the words “well,” “no,” “not like that,” for example: “Well, well, well, I went the wrong way (the girl at the map) ... I went the wrong way at all.”

There is negation, which plays, in addition to the orienting, organizing role. Here are examples of this: “How do you write?.. Not like that... Why don’t you look at how to write? Don’t rush, no one is chasing you...” The form of negation indicates not only “no”, but also why “no” (after all, something else needs to be done for this), and also that there may be other possible solutions. Without being a hint from the teacher, denial is the necessary support for the student’s thinking during the questioning process.

3.Censure.

Blame refers to one of the forms of the teacher’s attitude towards the student, expressing the teacher’s ideas about the student’s strengths and weaknesses. It is necessary to highlight the influence of this assessment on the dynamics of claims because a claim is nothing more than the need for a certain assessment. Students who are often subject to this type of assessment have low levels of aspirations and self-esteem. The features of disorganization observed in their behavior can rightfully be explained by a tendency to compensate. Types of censure: sarcasm, comradely ridicule (not evil, affectionate, soft, pronounced for the purpose of encouragement and support), reproach, notations, threats. Along with the depressing effect of some reproaches (threat, evil ridicule), there is also a stimulating effect, which gives a positive result. Reprimands not only lead the student away from the wrong path, pushing him onto the right path, but also accustom him to self-control, responsibility for actions and words, and create incentives for the constant restructuring of the student’s personality (comradely ridicule, critical teaching, reproach).

c) positive.

1. Consent.

Its function is to guide the student in the correctness of his own action, to consolidate the student’s success along this path, and to stimulate his movement in the same direction.

The variations of this partial assessment are much more complex and numerous. Among them you can find the assessment that the teacher gives after receiving the answer, briefly formulating his attitude towards it in the words “This is the main thing.” Even more common among certain teachers is agreement, expressed by repeating the student’s answer. These repetitions may fully or partially reproduce the student's answer, with or without comments, but in either case they are perceived as an affirmative, positive assessment.

The immediate style of agreement is the very common response statements: “Yes, that’s all true,” “Yes, that’s true,” “Yes, that’s exactly it.” The leading function in this case is performed by the words “yes”, “so”, “right”, “correctly”.

The statement sounds more effective when the student, after much trial and error, finds the correct answer and the teacher, making a movement with his hand, addresses the class: “Pay attention to this...” or “Here, guys, Yu told us correctly.” The organizing moment is given in the assessment itself, however, this happens if the student was not too sure of receiving such an assessment, not excluding the possibility of getting reprimanded, the student begins to speed up the work, and agreement is accompanied by a regulating moment: “What you say is absolutely correct, but not we must hurry...” It is characteristic that such an addition can most often be observed in relation to those students who are rarely called to the survey. Or to those who previously did not do well in this subject and, having received a positive assessment during the survey, strive to make maximum use of the current situation in order to change the previously established negative image of them from this teacher.

2.Encouragement.

In cases where the teacher is dealing with timid, indecisive, sickly children or with beginners, when a student tries to answer and clearly doubts the correctness of the answer, encouragement is used. The teacher resorts to emphasizing success, which, on the one hand, does not force him to overestimate the student (for example, he does not tell him “very good”, “well done”, “learn from him, guys” with such an average solution to the problem), but on the other hand, it emotionally infects the student, has a dramatic effect on him, and instills confidence in his abilities. Encouragement is a true, proven pedagogical technique for a number of influences in certain psychological situations, and it is usually focused only on groups of schoolchildren that are specific in terms of the level of success and characterological characteristics.

3.Approval.

Approval, in contrast to consent, is not a simple statement of the correctness of what is done or expressed, that is, it is not a simple statement of knowledge, but already a form of defining a personality, emphasizing the advantage of some aspects of this personality - its ability, efficiency, activity, interest, its significance as sample in a certain respect. Thus, approval is a form of showing a personality, distinguishing it from a class... As a result of this, approval immediately acts not only on the object of influence, but also on the attitude of the child group towards him and on his attitude towards the children's group, it causes an increase in the level of aspiration, an increase in self-esteem experiences of success, etc.

Approval, in the absence of measure and an individual approach, can turn into its own opposite, producing negative results. Overpraising one-sidedly emphasizes the merits, without fixing the subject’s attention on the shortcomings, without stimulating his self-control and self-criticism, without pushing him on the path of further growth.

The form of expressing approval is much more monotonous than censure; the reasons that cause it always relate to particularly successful and correct fulfillment and overfulfillment of tasks, increased efficiency, and a high level of development. The object of approval is, at the same time, a very important example for the teacher of some necessary qualities that need to be formed in other students. Therefore, it is no coincidence that, first of all, approval is found in the form of highlighting the object of the survey as a well-known sample.

To summarize the above, I would like to highlight the most basic and necessary things when a teacher evaluates a student for each type of pedagogical assessment. Namely, the prevalence of negative assessments is perceived as a symptom of the methodological imperfection of the survey. But: an assessment that is negative in form has positive tasks and positive results, provided that it is motivated, individually oriented and guides the student in his own development. All types of evaluative appeals in the lesson are interconnected and subordinate to each other. They are stages of the double direction of assessments (approval and censure): consent is the primary stage of approval, approval is developed and motivated consent. The steps leading to censure are remarks and denials, turning into each other and preparing the transition to censure.

So, we looked at what pedagogical assessment is, its significance, what functions it performs, indicated what impact the assessment has on the student’s relationships with other people, and dwelled in detail on partial assessment as one of the most important, in our opinion, types of assessment.

Bibliography:

1. Ananyev B.G. Selected psychological works / Edited by

Bodaleva A.A., Lomova B.F., Kuzmina N.V. M. "Pedagogy" 1980.

2. Ananyev B.G. Psychology of pedagogical assessment. Proceedings of the Brain Institute

them. Bekhtereva V.M. 1935.

3. Andrushchenko T.Yu. Psychological conditions for the formation of self-esteem

in primary school age // Questions of psychology. 1978 No. 4.

4. Davydov V.V. Mental development of younger schoolchildren.

M. "Pedagogy" 1990.

5. Karelin A.A. Psychological tests. M. “Vlados” 2001. T.2

Basic personality traits

Today, the list of character traits consists of several hundred different definitions.

Their very different combinations can be found in the same person. But in general, the personal qualities that exist today are divided into positive and negative.

However, it is impossible to say with one hundred percent certainty that this is a bad character trait and that is a good one.

For example, adventurism can be called both a negative and a positive trait, depending on the impact it has on a person’s behavior.

If he is excessively and thoughtlessly carried away by various adventures of an incomprehensible nature, then this most likely will not bring him any good.

The healthy adventurism inherent in a successful businessman allows him to move forward, invest money in promising projects and prosper. Or, for example, envy. Everyone will say that this trait is extremely negative.

But psychologists say that it is the engine of progress, forcing people to strive forward and achieve more than others have. In most cases, it is worth talking about certain sets of properties that, depending on the current situation, can have a greater impact on a person. But from a social and moral point of view, they can all be divided into positive and negative.

Selfishness

In an ideal team, all employees work together, which allows the company to achieve its goal. However, in real life, most employees put their own interests first: they try to make a better impression, increase their income and get promoted. Moreover, sometimes they achieve personal goals to the detriment of their colleagues. “Even so, you shouldn’t be uncooperative in the office or mistrustful of others,” Hughes emphasizes. “Just know that each team member puts his own interests above the interests of the team, and you shouldn’t treat this situation negatively, much less try to correct it.” According to the analyst, focusing on their tasks helps egoists improve their own skills. You can take advantage of this: choose such a professional as your mentor and learn something new from him.

List of positive human character traits

Here are some of them:

Positive personality traits also include meekness, sincerity, caring, trustfulness, restraint, politeness, nobility, accuracy, etc.

There are so many people, so many characters, and it is impossible to predict a person’s behavior in a certain situation, even knowing him well. Throughout life, you can cultivate positive traits in yourself and try to minimize the power of negative ones, but few can do this.

Only those who are ready to grow spiritually are able to change themselves and their lives for the better.

By studying the character traits of a particular person, it is possible to identify what qualities characterize the personality. Their manifestation is based on the influence of individual experience, knowledge, abilities and capabilities of people. The list of biological characteristics includes the innate characteristics of a person. Other personality qualities are acquired as a result of life activity:

Sociality

It means irreducibility to individual, biological characteristics of people, saturation with socio-cultural content.

Uniqueness

The uniqueness and originality of the inner world of an individual, his independence and impossibility of being attributed to one or another social or psychological type.

Transcendence

Willingness to go beyond one’s “limits”, constant self-improvement as a way of being, belief in the possibility of development and overcoming external and internal obstacles on the way to one’s goal and, as a consequence, incompleteness, inconsistency and problematic nature.

Integrity and subjectivity

Internal unity and identity (equality with oneself) in any life situations.

Activity and subjectivity

The ability to change oneself and the conditions of one’s existence, independence from environmental conditions, the ability to be the source of one’s own activity, the cause of actions and recognition of responsibility for the deeds committed.

Moral

The basis of interaction with the outside world, the willingness to treat other people as the highest value, equal to one’s own, and not as a means of achieving goals.

Infidelity

About 30-40 years ago, employees connected their entire lives with one company: they knew that they could count on gradual career growth, increased salaries and care from the organization. Today, loyalty to one company is irrelevant - according to research, the best way to increase income is to change jobs every 2-3 years. For example, the salaries of specialists in the technical sector are thus doubled on average. “Of course, you have to be smart about the job and not rush out to find another job once you get the position,” says Hughes. “But what you definitely need to do is improve your skills in each new position.”

While you're gaining experience, find out if it can help you advance your career within the company, the analyst advises. If the prospects are poor, then you can do your job responsibly, help the company develop, and in a couple of years find a new place where you will be paid more. Large companies can easily replace an employee, so it is advisable to think about yourself first, and not about the well-being of the organization.

List of qualities

Personality structure includes temperament, volitional qualities, abilities, character, emotions, social attitudes and motivation. And also separately the following qualities:

Independence;
Intellectual self-improvement;
Communication skills;
Kindness;
Hard work;
Honesty;
Determination;
Responsibility;
Respect;
Confidence;
Discipline;
Humanity;
Mercy;
Curiosity;
Objectivity.

A person’s personal qualities consist of internal perception and external manifestations. External manifestation includes a list of indicators:

innate or acquired artistry;
attractive appearance and sense of style;
ability and clear pronunciation of speech;
competent and sophisticated approach to .

The main qualities of a person (her inner world) can be classified according to a number of characteristics:

a comprehensive assessment of the situation and the absence of conflicting perceptions of information;
an inherent love for people;
open-minded thinking;
positive form of perception;
wise judgment.

The level of these indicators determines the individual characteristics of the person being studied.

Structure of individual qualities

To more accurately determine the quality of a person’s personality, one should highlight its biological structure. It consists of 4 levels:

Temperament, which includes characteristics of genetic predisposition (nervous system).
The degree of unique mental processes that allows one to determine a person's personal qualities. The level of individual perception, imagination, manifestation of volitional signs, feelings and attention influences the achievement of results.
The experiences of people, characterized by knowledge, abilities, capabilities and habits.
Indicators of social orientation, including the subject’s attitude to the external environment. The development of personal qualities acts as a guiding and regulating factor of behavior - interests and views, beliefs and attitudes (state of consciousness based on previous experience, regulatory attitude and), moral norms.

Laziness

A lazy person constantly puts off important tasks and misses deadlines, which negatively affects the company's profits. However, as Hughes notes, this quality can be used for good: a lazy person is able to come up with a more efficient way of working, as long as it saves him from unnecessary work. It's like creating a lever to lift weights instead of manually lifting them. The potential of laziness is that it helps you find optimal solutions. For example, if your job consists of many repetitive tasks, then these processes can be automated. This approach will free up time for more important projects.

Traits of people that characterize their temperament

The innate qualities of a person shape him as a social being. Behavioral factors, type of activity and social circle are taken into account. The category is divided into 4 concepts: sanguine, melancholic, choleric and phlegmatic.

Sanguine - easily adapts to a new environment and overcomes obstacles. Sociability, responsiveness, openness, cheerfulness and leadership are the main personality traits.
Melancholic – weak and sedentary. Under the influence of strong stimuli, behavioral disturbances occur, manifested by a passive attitude towards any activity. Isolation, pessimism, anxiety, tendency to reason and resentment are characteristic features of melancholic people.
Cholerics are strong, unbalanced, energetic personality traits. They are quick-tempered and unrestrained. Touchiness, impulsiveness, emotionality and instability are clear indicators of a restless temperament.
A phlegmatic person is a balanced, inert and slow person, not prone to change. Personal indicators show how to easily overcome negative factors. Reliability, goodwill, peacefulness and prudence are the hallmarks of calm people.

Individual character traits

Character is a set of individual traits that manifest themselves in different types of activity, communication and relationships with people. The development of personal qualities is formed against the background of life processes and the type of activity of people. To more accurately assess the character of people, behavioral factors in specific circumstances should be studied in detail.

Types of character:

cycloid – mood swings;
hyperthymic accentuation consists of high activity and failure to complete tasks;
asthenic – capricious and depressive personal qualities;
sensitive – timid personality;
hysterical - the makings of leadership and vanity;
dysthymic – focused on the negative side of current events.

Individual abilities of people

Individual psychological qualities of a person contribute to the achievement of success and excellence in a certain activity. They are determined by the social and historical practice of the individual, the results of the interactions of biological and mental indicators.

There are different levels of ability:

giftedness;
talent;
genius.

The development of the algorithm of personal qualities and abilities of people is characterized by the ability to learn new things in the mental sphere. Special features are manifested in a specific type of activity (musical, artistic, pedagogical, etc.).

Immodesty

If you want to stand out among your employees, don't be shy about talking about your achievements. Adequate self-promotion can become a powerful promotion tool for you and your projects. People who demonstrate their advantages are much more likely to occupy leadership positions, and they do not tend to feel remorse for their words and actions. Of course, there is a line that should not be crossed: a little self-praise will help you appear in a better light, but neglected narcissism can turn the entire team against you.

5 Negative Qualities You Can Admit During an Interview

Strong-willed traits of people

Adjusting behavioral factors associated with overcoming internal and external discomfort makes it possible to determine personal qualities: the level of effort and plans for taking actions, concentration in a given direction. Will manifests itself in the following properties:

– level of effort to achieve the desired result;
perseverance – the ability to mobilize to overcome troubles;
endurance - the ability to limit feelings, thinking and actions.

Courage, self-control, commitment are the personal qualities of strong-willed people. They are classified into simple and complex acts. In a simple case, incentives to action flow into execution automatically. Complex acts are carried out on the basis of drawing up a plan and taking into account the consequences.